Levinas and Education: At the Intersection of Faith and ReasonDenise Egéa-Kuehne Routledge, 2. apr. 2008 - 314 sider This first book-length collection on Levinas and education gathers new texts written especially for this volume by an international group of scholars well known for their work in philosophy, educational theory, and on Levinas. It provides an introduction to some of Levinas's major themes of ethics, justice, hope, hospitality, forgiveness and more, as its contributing authors address some fundamental educational issues such as: what it means to be a teacher; what it means to learn from a teacher; the role of language in the curriculum; literature, ethics, and education; moral education and human relations in schools; ethics of responsibility and philosophical-pedagogical discourse; educational hospitality and interculturalism; unconditional responsibility and education; educating for participatory democratic citizenship; the pedagogy of peace; logic, rationality, and ethics; connecting teaching to spirituality. Levinas always insisted that his aim was not to provide "a program," and accordingly, it is not the intent of the authors to look in Levinas's texts for a set of guidelines, rules, or precepts to be applied to education. Rather, this study invites educators, and researchers in philosophy and philosophy of education, to a thoughtful and critical reading of Levinas, and to engage with his unique style of analysis and questioning as they uncover with these authors the necessity and the possibility of thinking education anew in terms of ethics, justice, responsibility, hope and faith. |
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... concepts of ethics, justice, consciousness, and moral conscience are deeply relevant to education, as they were developed through the face-to-face encounter with the other, through intersubjective relation, and through the ...
... concepts are applied to education, a position reiterated and stressed by most of the contributing authors. Others, mostly outside education, may claim that there is “a strong movement in education toward exploring areas outside of ...
... concepts into the sphere of pedagogical exigency, they not only slip their mark, but they no longer stick to the fabric of his own thoughts” (170). Not only any attempt to derive specific applications to education would not do justice ...
... concepts of ethics and justice and stresses their profound relevance to education. She recalls how the loss of ... concept also found at the core of American education. She further explores Levinas's quest for justice and its tight ...
... concepts of “enjoyment” and “inspiration.” In his quest for an answer, Joldersma questions “the founding role of consciousness” (45), and shows that it is necessary to situate consciousness. Paul Standish takes what he calls a “somewhat ...
Indhold
The Importance of Enjoyment and Inspiration | |
Levinas and the Language of the Curriculum 56 | |
Emmanuel Levinas Literary Engagement and Literature | |
Levinas and the Educational | |
Remarks | |
Reading Levinas with | |
Kant and Levinas 186 | |
Levinas Education | |
How Hospitable Can Dwelling Be? The Folds of Spatiality | |
Levinas on Rights | |
The Philosophical Foundations | |
A Dispersal of Levinas in the South Pacific | |
Reflections | |
The Priority of Ethics Over Ontology the Issue | |
Thinking Educational Ethics with Levinas and Jonas 155 | |
Contributors 287 | |
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